Bringing in a New Era in the Field of Youth Development

Damon, William; Gregory, Anne

doi:10.1007/978-1-4615-0091-9_3

Cited by 36 publications

(20 citation statements)

References 6 publications

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“…For one thing, community itself has not been a level of analysis that psychology has looked to frequently in its examinations of child development, at least in comparison to the multitude of studies on parent-child, child-child, and teacher-child and classroom-child interaction. The positive youth approach is consciously holistic, considering the whole community in relation to the whole child rather than privileging any particular interaction or capacity (Damon and Gregory 2002). For another thing, the positive youth approach sees the child as a full partner in the community-child relation, bearing a full share of rights and responsibilities.…”

Section: How Children Interact With Their Communitiesmentioning

confidence: 99%

What is Positive Youth Development?

Damon

2004

The ANNALS of the American Academy of Political and Social Scie

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786

535

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This article explores the recent approach to youth research and practice that has been called positive youth development. The author makes the case that the approach grew out of dissatisfaction with a predominant view that underestimated the true capacities of young people by focusing on their deficits rather than their developmental potentials. The article examines three areas of research that have been transformed by the positive youth approach: the nature of the child; the interaction between the child and the community; and moral growth. It concludes with the point that positive youth development does not simply mean an examination of anything that appears to be beneficial for young people. Rather, it is an approach with strong defining assumptions about what is important to look at if we are to accurately capture the full potential of all young people to learn and thrive in the diverse settings where they live.

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Section: How Children Interact With Their Communitiesmentioning

confidence: 99%

What is Positive Youth Development?

Damon

2004

The ANNALS of the American Academy of Political and Social Scie

Self Cite

786

535

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“…'Deficit reduction' vs. 'Asset promotion' (Benson, Journal of Psychology in Africa 2007 17(1&2);173-180 175 2003), or 'Needs-based approach' vs. 'Asset-based approach' , or 'Negative influence on wellbeing' vs. 'Positive influence on wellbeing' (Stokols, 2003). Many authors (Benson, 2003;Campos, 2003;Csikszentmihalyi, 2003;Damon & Gregory, 2003;Diener, 2003;Sheldon & King, 2001) writing about the asset-based approach and Positive Psychology also reacted against the dominance of the deficit paradigm and often build their arguments for exploring positive constructs by starting to question the primacy of the deficit paradigm. I think that this symbiosis with deficit thinking is beneficial to theory development and a deeper understanding of practice.…”

Section: What Have We Learned Of the Asset-based Approach?mentioning

confidence: 96%

Finding The Positives in Psychology: What Are We Doing?

Eloff

2007

Journal of Psychology in Africa

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Positives in Psychology 173-180 The purpose of this article is to delineate some of the consequential aspects of the intrinsic duality that is created in the pursuit of knowledge around positive psychological and asset-based constructs. I will reflect on what we have learned during studies in educational psychology that focused on assets and strengths, by drawing on highlights from particularized studies. I will then specifically problematize the use of the asset-based approach in educational psychology, by pointing out key challenges encountered at the coalface of knowledge creation in the asset-based approach and Positive Psychology. The article concludes with suggestions for pathways of inquiry, with specific reference to the questions we might be asking. Sensitivity to the discourses we construct in our psychological endeavours, and multi-layered, complex understandings is preferenced.

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“…Such content involves longstanding virtues such as benevolence, justice, propriety, and trustworthiness (Damon and Gregory 2003). Many of these virtues are universally virtuous; especially when they endorse the Golden Rules or categorical imperatives of (1) treating others like treating oneself, (2) respecting others as an end rather than a means, and (3) universalized application that receives everyone's support (Holmes 2003).…”

Section: Research Aimsmentioning

confidence: 98%

Contributions of moral education lectures and moral discussion in Hong Kong secondary schools

Cheung

Lee

2010

Soc Psychol Educ

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Moral education in the traditional form of classroom didactic lectures in secondary schools has been prevailing in Hong Kong since the initiation of moral education in the 1980s. However, such a traditional form has not received credit from research in the West. Instead, discussion of moral issues would be a more effective way of moral education than would didactic lectures. Because of the differential ways of moral education in Hong Kong, findings from other places can be subject to a test in Hong Kong. As such, this study employed panel data from 19,069 secondary school students in Hong Kong to analyze the impacts of moral education on moral commitment to sustain societal interests. Findings indicated a weak contribution of moral discussion and an even weaker contribution of moral education lectures to moral commitment. These findings therefore echo those in other places and suggest that real-life moral education contributes in the expected way, albeit weakly.

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Bringing in a New Era in the Field of Youth Development

Cited by 36 publications

References 6 publications

What is Positive Youth Development?

What is Positive Youth Development?

Finding The Positives in Psychology: What Are We Doing?

Contributions of moral education lectures and moral discussion in Hong Kong secondary schools

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